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An evaluation of the integration of a board game in introductory
Accounting education must change and be relevant to add value to learners and the community. Regarding the ever-changing corporate world, a new generation of
learners (generation Y) at university, learners lacking skills, educators' resisting calls
for change in accounting education and the need for continuous improvement, the
teaching methodology can make a difference. This research forms part of a bigger
project where a literature study is done on the teaching-learning environment, teaching
methodologies and the requirements of the content for professional accountants'
training. A very creative and effective teaching methodology such as a board game was
developed to improve learners' interest, knowledge and skills in financial accounting
on introductory level where reality can be simulated and the link between theory and
practice can be illustrated. This research contains an evaluation of the integration of a
board game in introductory accounting, and conclusions and recommendations will be
made. The methodology used was an exploratory approach to test the effectiveness of the board game and to reach the objectives of the study, experimental research was used to evaluate the board game and a survey was used for data collection. The main findings regarding the profile of the participants, the effect of the experiment and the evaluation of the game with positive and negative remarks are stipulated. Although the results of the pre-test/post-test comparison were inconclusive, it was concluded that the project contributed to the setting of a favourable learning environment, enhancing the learners' technical competencies and soft skills as well as broadening their view of the roles of the accountant. The project was also found to be an effective teaching methodology strengthening the link between theory and practice. Various further research possibilities exist – such as to incorporate the game into other subjects, to evaluate the game at multicultural universities, among learners without accounting knowledge and among previously disadvantaged learners.
South African Journal of Higher Education Vol. 22 (3) 2008: pp. 588-601